SCHOOL INCLUSION OF PEOPLE WITH DISABILITIES IN MIDDLE SCHOOL PROFESSIONAL TECHNICAL EDUCATION: An Analysis of Brazilian Research
This article aims to analyze the academic-scientific production on the school inclusion of people with disabilities (PwD) in Professional Education in Brazil, especially in technical courses integrated with High School. For this purpose, from a search on search platforms, 54 works were analyzed, whi...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal do Rio Grande (FURG) |
| Repositorio: | Momento (Rio Grande. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.furg.br:article/17269 |
| Acesso em linha: | https://periodicos.furg.br/momento/article/view/17269 |
| Access Level: | acceso abierto |
| Palavra-chave: | Pessoa com Deficiência Inclusão Escolar Modalidades de ensino Person with disability School inclusion Teaching modalities Persona con discapacidad Inclusión escolar Modalidades de enseñanza |
| Resumo: | This article aims to analyze the academic-scientific production on the school inclusion of people with disabilities (PwD) in Professional Education in Brazil, especially in technical courses integrated with High School. For this purpose, from a search on search platforms, 54 works were analyzed, which dealt with the inclusion of PwD in Middle School Professional Technical Education. In addition to the quantitative mapping of production, we identified and qualitatively understood how research has methodologically problematized the relationship between public inclusion policies in Professional Education and inclusive actions for PwD developed in educational institutions. Thus, we explain the main thematic approaches appreciated in the studies, discussing their analytical conceptions in thematic axes. We highlight, through the analysis of published research, a growth in the proposal of public policies for the inclusion of PwD in Professional Education, but we emphasize the need for the effective implementation of these policies, not just their proposal. We also observe, through the research, the persistence of structural, formative and social problems that act as barriers to inclusion, requiring a joint effort from all agents of education to overcome them. |
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